The Afterlife and Great Leaders of Great Civilizations Essay

The Afterlife and Great Leaders of Great Civilizations - Essay Example Ancient Egyptians believed that their dead go to an Afterlife, and that the latter could continue to affect the living’s fortunes. For example, in â€Å"Above the Entrance† it says that those who pass by his tomb and say â€Å"a thousand loaves and beer jugs / For the owners of this tomb† will get a loyal guard for life in form of Harkhuf’s spirit, while those who â€Å"[enter] the tomb unclean† would be seized â€Å"by the neck like a bird† and â€Å"be judged for it by the great God.†   The text suggests that respect for people in authority does not end with their death. It shows that the ancient Egyptians believed in the power of the dead in affecting their lives, so they found it essential to show proper respect to their tombs. In addition, ancient Egyptians appeared to believe that good deeds in real life resulted to good rewards in the Afterlife. The â€Å"Above the Entrance† talks about the good works of Harkhuf. In par ticular, it says that he gave â€Å"bread to the hungry,† â€Å"clothing to the naked,† and â€Å"brought the boatless to the land.†   In other words, he was a kind and helpful public servant. He was generous to all. His charity could be connected to him being an â€Å"excellent equipped spirit,†   because his goodness could be rewarded well in the Underworld. The text indicates that life after death reflects the goodness of one’s lived life. Moreover, the ancient Egyptians had a complex religious system.

How did the Rolling Stones influence the music Article

How did the Rolling Stones influence the music - Article Example ere on their way to conquer the rock and roll world, at the same time, bands and artists like â€Å"The Beatles, Pink Floyd, Bryan Adams, Led Zeppelin† (Rej &Wyman, 2006) were establishing their names in various other genres of the music world. However, none of them contributed to the extent to which rolling stones did to music. No body dared to, and if dared then was not able to surpass rolling stones when they were on their peaks. With the release of their first album, they were on the top. With every song, the message that they gave was clear enough that â€Å"we are here to stay and to rule forever† (Rej &Wyman, 2006). The influence of Rolling Stones was so strong that all the upcoming bands and artists and had no choice but follow their footsteps. This influence was evident in the style and music of â€Å"Aerosmith, Guns & Roses, My Chemical Romance, Foo fighters, Flamin Groovies† (Rej &Wyman, 2006), and various others. Even if you open up a dictionary and search for the word â€Å"rock and roll band,† the dictionary would show you a picture of Rolling stones dancing and hopping on a stage. One can even conclude that it was rolling stones who a new life and a new definition to rock music. Moreover, it was with after various news of drug usage of rolling stones that many rock bands and artists involved themselves into heroin addiction because they thought that this is some formula for success since the rock and roll gurus are doing it. In addition, there world was restricted only to rock and roll music however they also left considerable influences on genres like blues, R&B and hip h op. It is also difficult to deny the influence of rolling stone son other bands because of the fact that since 1960’s they have been the most happening band from the United Kingdom. Moreover, no other band of that time has been able to make so many fans, sell as much albums, or perform worldwide so frequently (Wyman & Havers, 2003). Therefore, quite understandably, their influence

The impact of bioinformatics on microbiology

The impact of bioinformatics on microbiology Bioinformatics can be described as a merging of information technology and molecular biology, where the former is used to solve problems in biology (Altman, 1998) which involves the analysis and organisation of biological data (Perez-Iratxeta et al., 2007). It is a relatively recent discipline with its roots in the construction of molecular sequence databases between the late 1960s and early 1970s on early computers by organisations such as the National Institutes of Health (NIH) in the United States (Smith, 1990). With the foundation of large integrated databases such as GenBank in 1982 (Smith, 1990) along with major advances in computer technology and the development of a variety of biochemical wet-lab (laboratory bench-work) techniques that allow rapid generation and analysis of genomic and proteomic data (Bansal, 2005), bioinformatics has become an important recognised field of its own in the last twenty-odd years in particular. It has had a major impact on all fields of biology, and has revolutionised some of the manners in which microbiological research is carried out. As the discipline of bioinformatics has evolved, the areas of research in which it is used have split into a number of fields including genomics, proteomics, systematics (Bull et al., 2000). Various methods of modelling cell behaviour and using data to research and develop new types of anti-microbial drugs and other agents are also a significant topic (Bansal, 2005). In the next sections each of these fields along with their impact on microbiology will be discussed. Genomics involves the analysis of all the expressed and non-expressed genes otherwise known as the genome, of an organism. Genomics data is generated via sequencing of genomes. Aspects of this data can then be analysed via bioinformatic methods allowing insights into which genes are expressed and prediction of gene location and function (Perez-Iratxeta et al., 2007), some applications of this knowledge include the development of antimicrobial agents and/or drugs and optimising production by microbes that are used in industry. Comparative genomics is where two genomes are sequenced and compared with each other whereas metagenomics involves the comparison of the genomes of a community of bacteria and thus is of use in microbial ecology studies. An example of the manner in which bioinformatics has affected microbiological research in particular, can be seen in the method known as shotgun sequencing that was invented to carry out the first whole genome sequencing of a bacterial strain, n amely H. influenzae Rd (Fleischmann et al., 1995). In brief, this method involves random fragmentation of the chromosome in to small sections of DNA that are then sequenced and assembled. The assembly of the contiguous DNA fragments is carried out via the use of various software programs such as Autoassembler (Fleischmann et al., 1995). This method was much more rapid than previous sequencing methods which lacked this semi-automation. The ability of techniques such as this to be partially carried out in silico has allowed the sequencing of 1049 more bacterial genomes since 1995 according to the Genomes online database (GOLD). The further integration of computational methods and genomics has enabled the development of new high throughput methods such as pyrosequencing (Tettelin Feldblyum, 2009), which serve to increase the speed and volume in which new genomes are sequenced. Informatics is then used to carry out the task of analysing this vast amount of data. Nucleotide sequences ar e uploaded onto databases such as EMBL, DDBJ or GenBank which now had over ten billion nucleotides of sequence data in 2001, (Roos, 2001) and has still been growing at an exponential rate. Programs that enable analysis of this data include those that are based on Hidden Markov Model statistics such as GLIMMER(Gene Locator and Interpolated Markov ModellER),(Tettelin Feldblyum, 2009). These programs have the ability to predict open reading frames (ORFs) in nucleotide sequences, i.e. protein coding regions on mRNA, by locating conserved regions of sequences. Automated search programs generally search for features such as a start and a triplet of stop codons, as well as accounting for codon bias-where in a particular organism there will be a bias for a certain codon when coding for certain amino acids- Guanine-Cytosine content is also a considered factor since a GC content of more that 50% on a sequence can indicate an ORF large enough to potentially encode a functional gene (Zavala et al., 2005). Comparative genomics is a method that allows confirmation of functionality of predicted ORFs (Chakravarti et al., 2000). It involves carrying out a search for similarities between the predicted ORF and other sequenced and annotated genes on an online database, if a result showing high similarity is attained it is likely that the two sequences are homologous, meaning they are evolutionarily linked and potentially have a similar function. Software tools such as BLAST (Basic Local Alignment Search Tool) and FASTA allow rapid searches of these online databases to be carried out (Chakravarti et al., 2000). These programs can be used to search for protein-protein, nucleotide-nucleotide, protein-translated nucleotide as well as various other alignments. Alignments that can be searched for can be classified as local or global, which are short sections between sequences that are highly similar or the best alignment between entire sequences, these programmes can also accommodate insertions, deletions, substitutions and deletions in sequences when aligning them. However there are also various drawbacks involved with these methods; including the fact that genes can be incorrectly annotated on databases, or homologous genes may simply have not been sequenced and uploaded yet. In these cases wet-lab analysis must be carried out for identification and annotation of potential genes. These methods can include inactivation of a predicted gene and testing whether there is any change in the phenotype of the cell. An example of the use of genomics in the analysis of pathogenic bacteria is the comparative analysis that was carried out of the genome sequences of three Bordetella strains, namely; B. pertussis, B. parapertussis and B. bronchiseptica (Parkhill et al., 2003). In this study, the genomes of the three pathogens were sequenced and compared. When comparing the operons of the three strains it was found that only the operon of B. bronchiseptica -the most virulent of the three strains- was fully operational and not containing and pseudogenes or mutations. Proteomics involves the study of proteins and involves aspects such as modelling, visualisation and comparison of proteins to determine their structures, interactions functions and investigate the levels of protein synthesis and gene expression (Cash, 2000) The area of proteomics is key in the research of microbial pathogenesis (Cash, 2003) which is enabled by a range of powerful analysis and protein modelling software as well as expansive proteomic databases. The proteome is all the proteins encoded by the genome of a particular strain (Cash, 2000). Similarly to genomics, there are a variety of proteome databases that all have slight differences, however Prosite, Swiss-Prot and TrEMBL are three of the largest ones (Biron et al., 2006), also, the universal protein database UniProt is an attempt to combine various databases in one (Bairoch et al., 2004). These databases include basic data on the proteins such as their sequence and taxonomic (their source organism) information, as well as details of their function, their various domains, sites (binding sites etc.), of any modifications they undergo post-translation, sequence homology to other proteins and their 3D structure (Bairoch Apweiler, 2000). A proteins structure can be useful for predicting its function. One example where protein structure was used to produce vaccines was the study carried out by Bian et al. where a modelling program known as TEPITOPE was used to identify antigenic epitopes which need to be recognised by T-cells in order to carry out immune response (Bian et al., 2003). Bacterial systematics is another area on which computational techniques have had a significant impact. It has allowed analysis of bacterial evolution, interaction and development within a community or ecosystem (Dawyndt Dedeurwaerdere, 2007). This knowledge can then be applied to areas such as ecological and industrial research. An example of where computer assisted bacterial systematics has been used in industrial microbiology is referred to by Zhu and others, where various methods of improving the productivity of lactic acid bacteria (LAB) were explored (Zhu et al., 2009). One particular study involved the study of the interactions between two LAB strains: S. thermophilus and L. bulgaricus with the use of various bioinformatic methods. This study revealed that the presence of one strain in a medium would be advantageous for the other strain due to the gaining of amino acids and purine via various interactions. The examples given here represent only a small sample of the major impact computational/bioinformatic methods have had on all areas of microbiological research. It is likely that bioinformatics will continue to grow in importance and relevance to the field of microbiology in the future with the development of better software tools and improvement and growth of online databases. Altman, R. (1998). Bioinformatics in support of molecular medicine. Proc AMIA Symp, 53-61. Bairoch, A. Apweiler, R. (2000). The SWISS-PROT protein sequence database and its supplement TrEMBL in 2000. Nucleic Acids Res 28, 45-48. Bairoch, A., Boeckmann, B., Ferro, S. Gasteiger, E. (2004). Swiss-Prot: juggling between evolution and stability. Brief Bioinform 5, 39-55. Bansal, A. (2005). Bioinformatics in microbial biotechnologya mini review. Microb Cell Fact 4, 19. Bian, H., Reidhaar-Olson, J. Hammer, J. (2003). The use of bioinformatics for identifying class II-restricted T-cell epitopes. Methods 29, 299-309. Biron, D., Brun, C., Lefevre, T., Lebarbenchon, C., Loxdale, H., Chevenet, F., Brizard, J. Thomas, F. (2006). The pitfalls of proteomics experiments without the correct use of bioinformatics tools. Proteomics 6, 5577-5596. Bull, A., Ward, A. Goodfellow, M. (2000). Search and discovery strategies for biotechnology: the paradigm shift. Microbiol Mol Biol Rev 64, 573-606. Cash, P. (2000). Proteomics in medical microbiology. Electrophoresis 21, 1187-1201. Cash, P. (2003). Proteomics of bacterial pathogens. Adv Biochem Eng Biotechnol 83, 93-115. Chakravarti, D. N., Fiske, M. J., Fletcher, L. D. Zagursky, R. J. (2000). Application of genomics and proteomics for identification of bacterial gene products as potential vaccine candidates. Vaccine 19, 601-612. Dawyndt, P. Dedeurwaerdere, T. (2007). Exploring and exploiting microbiological commons: contributions of bioinformatics and intellectual property rights in sharing biological information. Int Soc Sci J. Fleischmann, R., Adams, M., White, O. other authors (1995). Whole-genome random sequencing and assembly of Haemophilus influenzae Rd. Science 269, 496-512. Parkhill, J., Sebaihia, M., Preston, A. other authors (2003). Comparative analysis of the genome sequences of Bordetella pertussis, Bordetella parapertussis and Bordetella bronchiseptica. Nat Genet 35, 32-40. Perez-Iratxeta, C., Andrade-Navarro, M. A. Wren, J. D. (2007). Evolving research trends in bioinformatics. Brief Bioinform 8, 88-95. Roos, D. (2001). Computational biology. Bioinformaticstrying to swim in a sea of data. Science 291, 1260-1261. Smith, T. (1990). The history of the genetic sequence databases. Genomics 6, 701-707. Tettelin, H. Feldblyum, T. (2009). Bacterial genome sequencing. Methods Mol Biol 551, 231-247. Zavala, A., Naya, H., Romero, H., Sabbia, V., Piovani, R. Musto, H. (2005). Genomic GC content prediction in prokaryotes from a sample of genes. Gene 357, 137-143. Zhu, Y., Zhang, Y. Li, Y. (2009). Understanding the industrial application potential of lactic acid bacteria through genomics. Appl Microbiol Biotechnol 83, 597-610.

Bad Effect of Pro-Wrestling on on Teens and Adolscents Essay -- essays

The news that an eight-year-old boy had battered a school mate to death while re-enacting the US World Wrestling Federation TV series, came as a shock to all the parents. The tragedy consequently galvanized the people into reviewing their relations with the television set and set some limits on viewing of T.V. on their children. Four eight-year-old boys - Tom, Eric, William and James -did not come to school after lunch and dashed into a secluded place. Then they divided into two groups. While two of them , one from each side stood aside the other two got into a fight with blows and kicks on whatever parts of the body, Eric and James pounced on each other. Within seconds, James fell on the ground bleeding profusely through mouth and nose. But undeterred, Eric leaped on him again and counted till five-finally defeating his opponent. It was the last blow that James lay dead on the ground while the winning group laughing with pride. In the meantime Tom yelled to James to get up and fight but no avail. It then dawned to him that something amiss had happened. James was dead. Wrestling had caused blameless and innocent James to be dead. Watching professional wrestling on T.V. encourages aggressive behavior in adolescents. The teens search or look up to the mass media to see what makes a real man or a woman. The frequency of watching wrestling is directly linked to the behavior of teens. Also, the language and the violence used in it influences the teen males and females. Firstly, the teens look up to the mass media (the celebrities) to find the idol characteristics of a man or a woman and try to copy them. One common thing that I have noticed among my peers ,which many of you I am sure must have noticed too, that when asked in... ...hem to a dangerous path. By reading till the end of my thoughts, you must be convinced by now that watching professional wrestling on T.V. encourages aggressive behavior in teens. We all know that teenagers are easily influenced and molded into any shape, but if this tender mind is exposed to violence like wrestling, it starts to adopt and enact it. The more wrestling they watch, the more they are engaged in unacceptable behavior. Though, the debate over the influence of pro wrestling programming on teens is far from ending, we must guard what goes into our heart by way of our eyes, ears and brain, and review what we see on the TV. Bibliography DuRant, Robert H., PhD Department of Pediatrics, Brenner Children's Hospital, Winston-Salem, North Carolina- AUGUSTA FREE PRESS Wake forest University (research) Health Day News, Monday, August 7, 2006

A Critical Examination of Cultural Influences in the Film Bend It Like Beckham Essay

The film ‘Bend it like Beckham’ resonates with me strongly, as the conflict between Western and Indian culture is all too familiar. The main character ‘Jess Bhamra’ personifies this conflict in the most perfect and relatable way. Being a first generation Australian-born girl with Indian heritage, I can personally attest to having to simultaneously maintain two very different cultures that so often clash. ‘Bend it like Beckham’, is a film telling the story of an Indian girl whose only real goal in life, much to her parents’ dismay, is to play professional football. As Jess embarks on her trying journey of self-development in a cross-cultural space, she befriends fellow football enthusiast and player Jules who convinces Jess to join the local women’s football team. This friendship provides an interesting perspective on the Western culture, by offering the responder an insight into the struggles of Jules’ life, some of which are very same struggles present for Jess. The diasporic identities that are Jess’ parents are not ill intentioned, however slightly overbearing in their persistence of Jess’ obligations to her traditionally Sikh family. Thematic aspects of etic-emic distinction are raised in this film and include the role of women, homosexuality, stereotypes, cross-generational behaviours and integration by relational theory. All such themes are highlighted by the culture clash at play, as Jess attempts to grasp some sense of identity in an over-protected Indian space. Women’s roles in both Western and Indian cultures are thoroughly scrutinized in the film. Jess expresses some discomfort in assuming the traditional role of a Sikh woman as stipulated by her parents. This is the main source of discontent throughout the film, as her ethnocentric parents truly, and somewhat naively, hold the belief that becoming a lawyer and marrying a man within their community is the key to happiness. As was noted in Article one of Part A, the Asian culture holds loyalty to family-kin relationships and obedience to elders in very high esteem. In this regard, Jess’ Western values of freedom of choice and personal fulfilment take a backseat. This is highlighted in a conversation that occurs with her Western teammates, where hey ask her how she is able to ‘stand’ getting an ‘arranged marriage’ to which she replies, â€Å"It’s just culture† with a certain nonchalance. In doing so Jess is demonstrating that she is culture-bound, conditioned to the Indian cultural practiced of ‘arranged marriages’. The ultimate attribution error committed by Jess’ parents is not a result of ill-intentions, rather a prot ection mechanism against unknown western influences. The role of women in the Western culture is not spared of social commentary in this film. It is interesting that Chadha, the Indian-born writer, director and producer of the film, chooses to examine the social constructs surrounding the implications of a women’s football team in England. As there is no professional English women’s football league, one can safely assume that football is not an appropriate past time for women. This idea is reaffirmed by Jules’ mother who, throughout the film, holds a very traditional English view on the role of women in society. She often expresses her disapproval with sentiments such as, â€Å"Nobody’s going to go out with a girl who’s bigger muscles than him! † Jess’ mother subscribes to the Indian tradition of a woman as a homemaker by saying, â€Å"What sort of family would want a daughter-in-law who could play football but not cook? † expressing much the same outlook as Jules’ mother, varied only by the respective women’s contexts. Such generalisations about women’s social placement is also seen in Article four of Part A. Adams et al. (2010) acknowledges the place of women in Spanish society as home-maker figures by hypothesising women to be more able in polychronic environments. It is also seen that the Western culture as a whole participates in the alienation of the team as a result of unfeminine associations. This is seen when Jess makes the point that ‘Indian’ girls do not play football. Jules pointedly remarks, â€Å"It’s not just an ‘Indian’ thing. How many people come out to support us? The girls clearly seek an equality matching relationship with the men’s team. The concept of homosexuality is broached in this film. While the notion is still taboo in Indian culture, Chadha makes a statement by depicting the West to be more informed but equally disapproving. This is illustrated by the undue paranoia felt by Jules’ mother when she mistakes the friendship between Jules and Jess as something more. When confronted, Jules exclaims, â€Å"Mum, just because I wear trackies and play sport does not make me a lesbian! The matter-of-fact feel of this conversation and level of homosexual awareness in the Western culture is contrasted by Jess’ grandmother’s remark, â€Å"Why did she call Jess a lesbian? I thought she was a Pisces† Her obvious lack of knowledge in confusing homosexuality and astrological star signs indicate her culture blind nature. As if to reiterate the secretive taboo that is homosexuality in the Indian culture, Chadha scripts Tony, Jess’ childhood male friend, as a homosexual. Jess’ reaction to the news is indicative of a typical first-generation non-resident-Indian, a result of cultural conditioning. Her shock is portrayed through her exclamation, â€Å"But you’re Indian! † as if to say homosexuality is simply non-existent in the Indian culture. Jess soon recovers and displays an acceptance far greater than that of her own grandmother or Jules’ mother and tells Tony that she is â€Å"okay† with him â€Å"liking David Beckham†. While Chadha aims to resist and counter some stereotyping, the stereotyping of Indian communities as ‘backward’ and ‘conservative’ is still very prevalent throughout the film. Jules’ mother innocently typifies the Indian culture in her first encounter with Jess by making statements such as, â€Å"I bet your parents are fixing you up with a handsome young doctor soon† and â€Å"Jess, I hope you can teach my daughter a bit about your culture, including respect for elders and the like. † She soon learns of Jess’ involvement in Jules’ football club and meekly states, â€Å"I’ve never seen an Indian girl play football before†. Jules’ mother exhibits culture-blind behaviour and has very fixed notions about Indian culture; she exudes disbelief as Jess dispels these essentialising notions. Chadha further breaks free from the stereotyping of arranged marriages by scripting Jess’ sister, Pinky, as having a ‘love’ marriage. When Jess tells her teammates that her sisters’ marriage was a ‘love match’, the display of acculturation allows for her teammates to learn that the Indian culture is not as backward and conservative as is perceived. It seems that for an Indian family living abroad, the generational gap between parent and child is magnified by the overlay of cross-cultural aspects. Jess and her father share the same penchant for sport and both qualified to participate in quasi-professional teams in England. When both characters are on the receiving end of racial slurs on the field, they both react true to their cultural upbringing. Jess’ father demonstrates an ‘Eastern’ submission and interdependent self-concept by walking away from the sport and quashing any hopes of returning to the field. Jess, however, displayed a more ‘Western’ dominance and independent self-concept by physically retaliating, costing her a ‘red card’ and a temporary suspension from playing. The Eastern mentality of obedience is also noted by Chang et al (2007) in stating â€Å"anti-hierarchical behaviour is not allowed in Taiwanese workplaces†. The movie culminates in Pinky’s extravagant wedding, very true to Indian culture. As an unfortunate coincidence, the football Grand Finals are held on the same day, rendering Jess unable to attend her football match and compelling her to her sister-of-the-bride duties. Throughout the movie, Chadha depicts Jess’ parents in a harsh, dictatorial light however, her fathers’ wish for her happiness compassionately exceeds his own expectations, â€Å"If it’s the only thing that will put a smile on your face one the day of your sister’s wedding, go and play. Jess reluctance to leave suggests that she strongly identifies with family ties and cultural commitments. Urged by Tony, she ultimately leaves the wedding to play the last half of the football match, winning the game and landing an opportunity to play professional football in America. Through Relational Theory her parents understand that to have a meaningful social relationship with their daughter they must actively seek to understand her cultural viewpoint and schema. This feel-good film is a perfect illustration of Contact Hypothesis whereby Chadha has brought to life some contentious issues of Eastern and Western culture and allowed for a gradual process of cultural integration throughout the film. Concepts such as the gender roles, homosexuality, stereotyping and generation gaps are highlighted so as to demonstrate that multicultural societies should not invoke permanent differences, rather form fluid identities which enable people to accept and internalize all components of culture beneficial to their lives.

Abraham Lincoln and the Struggle for Union and Emancipation

DBQ: Abraham Lincoln and the Struggle for Union and Emancipation, 1861-1865 Lincoln began the civil war claiming to want only to preserve the union, and I think that saving the union was his main goal, but I think even from the beginning, slavery played a part in the start of the war too and another one of his goals was to gradually get rid of slavery. I think as time went on, it started to have a bigger and bigger role in the war, but I don’t think the goal of ending slavery every surpassed his goal of saving the union. He did whatever he thought it would take to save the union, and he also managed to end slavery while doing it.Lincoln knew that slavery was an issue from the beginning, and he wanted to stop it, but wasn’t making an incredibly big deal out of it at first. in March of 1862, Lincoln addressed congress (Doc A), and was encouraging congress to offer compensation to any state that was gradually abolishing slavery, which showed that he didn’t want slav ery anymore, but wasn’t pushing too hard for it and was making it so that there wasn’t any punishment for not abolishing slavery, but that there was a reward for those that were trying to abolish slavery.In a letter to Horace Greeley in August of 1862, he said, â€Å"if I could save the union without freeing any slave I would do it; and if I could save it by freeing all of the slaves, I would do it; and if I could save it by freeing some and leaving others I would also do that. † this again proves that he knew that slavery was a problem and was an inevitable part of the war, but that his primary focus was to save the union, and then worry about the slavery issue later on. He was also trying to keep the Border States happy, not obviously just focusing on freeing the slaves.He did want to gradually abolish slavery but it wasn’t his main goal at the time. Lincoln came to believe that the emancipation proclamation would actually help save the union. There are several different things that the abolishment of slavery could do that would be good for the union and would help keep the union together. In a speech from Lincoln to a Committee of Religious Denominations of Chicago on September 13, 1862, (Doc B) Lincoln talked about how the abolition of slavery would help keep Europe from supporting the south.He also said it would be good for helping the union win the war because without the blacks laboring for the southerners, the south would have an even harder time growing food and getting the things that they need to survive, it’s hard enough with a labor force helping out the south, but if all that labor was taken away from them, then the south would be ruined. He also believed that emancipation would help in saving the union because it would bring in more men that were willing to fight.In a speech from Lincoln to members of the Democratic Party on August 26, 1863 (Doc G), Lincoln said â€Å"You say you will not fight to free Negroes . Some of them seem willing to fight for you, but, no matter. Fight you, then, exclusively to save the union. I issued the proclamation on purpose to aid you in saving the union. † So he was saying that since white men weren’t willing to â€Å"fight to free Negroes† he had to issue the proclamation of emancipation freeing the blacks, therefore making it so that there were more men available to fight and to fight willingly for their freedom, and for the union to stay together.The emancipation proclamation helped in pretty significant ways to save the union. Everyone kept thinking that Lincoln started to put his desire for slavery to end, over his desire to save the union. They all thought that his goal had changed and all he cared about was freeing the blacks when, in fact, his goal of saving the union was always there and was always greater than the slavery issue. Granted, he did want to end slavery and he did what he could to end slavery, but that wasn’t his primary goal. He wanted more than anything to keep the union together.In a speech by Frederick Douglas delivered at the unveiling of the Freedmen’s monument in memory of Abraham Lincoln (Doc K) Douglas said, â€Å"he was preeminently the white man’s president, entirely devoted to the welfare of white men. He was ready and willing at any time during the first years of his administration to deny, postpone, and sacrifice the rights of humanity in the colored people to promote the welfare of the white people of this country. † He is saying that no matter what, Lincoln was doing everything for the whites. He would do to the blacks whatever it took to do what is good for the white men.The white men were his top priority. Even though Lincoln’s goals slightly shifted from being almost entirely only wanting the security of the union to wanting slavery to end, he never lost sight of his main goal. The entire time he wanted, more than anything, to save the union . He did whatever he needed to do to save it, even if some people disagreed on if he made the best choices or not. The war was not about his desire for the abolition of slavery. It was about saving the union, and he ended up being able to abolish slavery along with saving the union.